Author: Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

All About Regulation

Barb Dunn Swanson

The entire parenting journey is a mix of joy, anticipation, caution, some worry, and a lot of unknowns! Each experience brings emotions! When the emotion is overwhelming, we can catch ourselves becoming dis-regulated.

This season Mackenzie and Lori have highlighted the important aspects of keeping regulated while parenting. Both adults and kids can become dis-regulated when things don’t go as planned or when what you thought you had things figured out, but then something happens to complicate a situation.

Staying regulated means that we can have an experience and also have the tools needed to react to the situation in a way that is calm, and thoughtful. It means we react and make good decisions because we are not being held captive by our emotions.

As parents we can consider our child’s individual temperament and their age and stage in life as we assist them in navigating big emotions and situations that can lead to dis-regulation.   In addition, we can create environments that support regulation by being intentional about meeting the three basic needs all of us, including our children have for independence, mastery, and belonging.

When we model good decision making skills, while regulated, everyone in the family benefits.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Relationships and Regulation

Barb Dunn Swanson

The relationships that form as a new baby joins a family is significant for a number of reasons. The bonding and attachment is the foundation for later learning for that new baby. A baby that cries, and is comforted by a family caregiver, learns to trust that as they have needs, those needs will be met. A cry is a baby’s way of alerting a caregiver that they need something. They may be hungry, wet, or sick with a stomachache. The cry that is ignored can create emotional upset for that child. And overtime a neglected response can produce negative emotional consequences for a child.  

As parents provide care and attention to their child, it becomes a back and forth with the child. Parents quickly learn to read the cue’s their child sends through movements; facial expressions and vocal responses including cries for attention and support. Be sure to listen as Lori and Mackenzie talk about how important the attachment connection is for healthy growth and development! In addition, they will visit about the importance of: routines; communication; emotional support including affection, time and autonomy.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Establishing the Environment

Barb Dunn Swanson

Everyone needs a feeling of safety, no matter the age or stage in life. The home is usually the first foundation of safety for most families. And new parents spend a great deal of time moving throughout the home, making sure the environment their children are exposed to is safe!

A classroom teacher has the same responsibility for maintaining safety. Securing the environment helps children feel comfortable, secure, and capable of success!  As children feel more secure and safe in their environment, whether at home, school, or even after-school, they will begin to assert their own independence.

As children grow, we want them to use their budding independence to learn new skills; practice making new friends; and have confidence at school. Parents can support their children’s autonomy in the following ways:

  • Create consistency in routines and rules. The structure that children grow to expect is a protective factor for their growing independence.
  • Establish expectations for your children and communicate those expectations and consequences to them! When children know what to expect, they can make good decisions knowing their parents will help and support them.
  • Reinforce the good behaviors children exhibit with praise and positive discipline.
  • When consequences are required, communicate honestly and provide rationale for behaviors that are expected. Use natural and logical consequences to help children to make good choices.
  • Take an active interest in your child’s activities and interests.
  • Showing love, warmth, and responding to them with positive feedback will also help them develop their independence.

Be sure to listen to the Science of Parenting podcast to learn more about establishing safe and secure environments at home and away!

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Tuning in With Temperament

Barb Dunn Swanson

The cell phone is ringing; you are listening to your son practice the piano; dinner is slowly cooking stovetop and the dog is barking at something outdoors. All these competing sounds begging for your attention, all at the same time. This can cause anyone to feel overwhelmed. And when we feel the tug for attention, we may snap in response to a question from our child, or co-parent, or barking puppy!

The need to get re-regulated is necessary so that we can give the attention necessary to our children and the tasks at hand. Our Science of Parenting co-hosts Mackenzie  and Lori have an entire season dedicated to discussing how to define “regulation”, and how to effectively help ourselves and our children when we become dis-regulated”.  Our personal temperament can play a role in helping us to stay regulated, especially when we feel those competing tugs! Don’t forget you can listen here and be sure to follow us on social media including facebook and twitter!

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Regulation in Stages

Barb Dunn Swanson

Living life is a series of experiences that can trigger our emotions – both positive and negative, depending on the situation! No matter our age, we all find ourselves in situations where our emotions are on display. The emotions can be happiness, excitement, scared, frustration, or even anger. The older we are, the more life experiences we have had. Experiences often teach us how to navigate those emotional situations. The people in our life are also valuable resources to help us manage whatever emotion we may find ourselves in.  

New parents may be curious about how to help their infants when they express those big emotions from hunger, thirst, or even signaling a diaper change is needed! Infants attune their attention to their caregivers and will find they learn to trust that caregiver, to provide the attention to meet their needs. Attachment is at the core of this understanding. According to Alan Sroufe, Developmental Psychologist at the Institute for Child Development at the University of Minnesota “Attachment is a relationship in the service of a baby’s emotion regulation and exploration”.

As a parent, it may be difficult to remain calm and regulated upon hearing a screaming baby. The noise alone can trigger upset in the entire home. Parents soon learn to recognize the different noises and can quickly anticipate the baby’s needs. As children age, parents will again have to navigate the tide of emotions and work to bring everyone back into regulation.

Parents can support their child through these three broad categories:

  • Provide love, warmth, connection, and responsiveness
  • Structure a safe environment for the child who is trying to get re-regulated
  • Teach self-regulation skills, and be a good model of self-regulation skills.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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I’m the Adult Here: My Regulation

Barb Dunn Swanson

Every day brings a new set of demands for busy families. The schedules we keep tell a story of the priorities that challenge us minute-by-minute. Do you ever feel like you are a juggler in a big ring circus? Trying to keep all the cups spinning with a smile on your face? If you ever feel like this, you are not alone. On any given day, parents who have this list of demands will likely feel overwhelmed and need to call upon a strategy or two to let their brains wind down and relax.

The ways in which we learn to relax or prioritize our “to do” list can help others in our family also learn to manage themselves, too! Our children watch us for signs of how to respond when we are feeling emotionally charged. They watch to see how we speak to others, and sometimes we laugh when we hear our children repeat the same language we have used!

Sometimes using the technique of “mindfulness” will help us to re-store our thinking to a calmer attitude. Mindfulness may take the form of several minutes of stillness followed by thoughts of quiet and peace. It may take the form of rest. Parenting is full of daily decisions that are best managed when well rested and supported by our network of social supports!   

Keeping your mind and body regulated is the first step in handling that to do list! For more information on emotional and behavioral regulation, be sure to listen to season 9 of the Science of Parenting! And be sure to follow us on Facebook and Twitter. 

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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What is Self-Regulation?

Barb Dunn Swanson

Have you ever been involved in a conversation that was difficult? Where you had trouble keeping your cool? Where you wanted to scream and shout so someone could hear and understand you and your point of view?

Well, all of us from time to time have had this experience. And so it is with parenting too! Sometimes we find ourselves wanting to scream so that others will hear us and our message. Or perhaps your child is the one screaming to be heard. Either way, the emotions that come with the shouting can produce upset for everyone. It is during this upsetting time that the adult in the conversation can practice the STOP. BREATHE. TALK. technique.

This technique is especially useful because when everyone is shouting, no one can be heard, and the communication is shut down. Stopping and taking a few cleansing breaths can be the beginning of repair in the conversation. Then, intentionally thinking about what you want to say in a calm voice, one free of the emotional shouting that produces additional upset, can yield the desired action from yourself or your child.

Modeling this technique for others helps all family members learn to adjust their words and actions so that everyone can be heard and understood.

Learn more about Stop. Breathe. Talk. in Episode 3 – Take a Break and Take a Breath podcast. Be sure to follow the Science of Parenting team on social media, including Twitter and Facebook.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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When My Child Misbehaves: Deciding on Discipline

Barb Dunn Swanson 3 Comments

Consequences are a byproduct of behavior – at all ages. As an adult, if I run a red light while driving my car, I may be hit by another driver, or get a ticket if a police officer observed me run the red light. Both actions are a consequence of my behavior.

Families, too, implement consequences. Often they are meant to help shape and provide boundaries and safety for their family members. For example, a consequence of coming home later than curfew may be the loss of an evening out the following week! Or perhaps the consequence for staying on a cell phone past when it is lights out is the removal of the cell phone from the bedroom during the sleeping hours.

Another example is for preschoolers. If a preschooler won’t help pick up toys when playtime is over, then perhaps a favorite toy or two is removed from the toy bin for several days. This removal signals that some behavior was not followed.

The application of consequences must be followed with conversations about desired behaviors. The conversation communicates the reason for the rule or restriction. Sometimes parents have included the older kids when discussing rules and consequences. Reminders help even the youngest children to be mindful of their behavior.

The Science of Parenting team has been discussing child growth and development as it relates to guidance and discipline. Each session provides helpful research and strategies designed to support parents in their role as nurturing and loving parents.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Gauge by Their Age

Barb Dunn Swanson

Guiding children often comes with many decisions that impact how children grow and develop, and discipline strategies are one of the many decisions.

Depending on the child’s age and stage of development, the strategy will be different.  For toddlers and preschoolers, appropriate discipline may involve simply distracting children or giving them something different to do to redirect their attention away from misbehaviors. As children get older and can understand more complex reasoning and explanations, parents’ discipline approaches may be more adaptive as they rely more on reasoning to manage children’s behaviors.

The real goal of parental discipline is to teach children how to behave in desired ways. Rewards and punishments have long been used as a strategy. As children age, they begin to understand their parents’ rules and family values and begin to exhibit behaviors that align. The conversations parents have with their children about the rules and consequences can help children, especially if both parent and child are calm and regulated. The discussions that happen when emotions are high may have more harsh consequences than when discussed after emotions have calmed for both child and adult.

As teens, parents might find that removing a privilege is a fair consequence to bring about more desired behavior. Communication will again be a favored strategy so that the teen still feels connected to the parent even in the face of a consequence for undesired behavior. It is during this time of adolescence that the teen begins to assume the responsibilities that come with emerging adulthood and is rewarded with more privileges. Guiding preschoolers, school-agers, or teens means continual communication with one another and choosing discipline strategies that respect the age and stage of each individual.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Recognizing the Parent-Child Relationship

Barb Dunn Swanson

The relationships that parents have with their children can be some of the strongest bonds ever. Parents are the first educators of their children, so they have a big responsibility to provide the guidance, safety, and protection that allows their children to grow and develop into healthy children, teens, and eventually, adults!

Research from Grusec & Goodnow, 1994, reveals “the overall climate of the parent-child relationship affects how receptive children are to parents’ attempts to shape their behavior”. If the overall parent-child relationship is warm and loving rather than hostile or neglectful, children will be more motivated to obey their parents, making discipline attempts easier and more effective.

When children comply with house rules and their behavior is compliant with parental requests, parents may feel like guiding their children is easy. However, when children are curious, energetic, and don’t comply with house rules or are easily distracted and unable to comply with family guidelines, parents must step in and help them learn. This is the whole role of discipline. Helping children learn to modify their behavior so that they can experience inner self-control. Sometimes discipline can be expressed as a very harsh, negative consequence for bad behavior. However, discipline can also be thought of as a way of guiding individuals toward appropriate behavior. Even adults show their own self-discipline on a daily basis! A parent who remains committed to helping their child grow in happy and healthy ways will see discipline as a positive response.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Emotions: The Good, Bad, & Ugly

Barb Dunn Swanson

Each day brings a new set of experiences for everyone, including those parents raising children. These experiences include following a schedule for the day, planning meals, getting kids ready and off to school or early care and parents out the door to work on time! The competing activities can cause tension and frustration without the necessary coping skills!

Kids too can feel a level of frustration when they:

  • Don’t get what they want, when they want it!
  • Another child will not share a toy
  • They are overstimulated
  • Too tired to express their feelings in positive ways or
  • HUNGRY

to name a few!

The result may be behavior that is expressed in ways that cause everyone upset. Parents quickly become aware of the signs their children express in reaction to the frustration they may be feeling. Many times, parents can act first and re-direct a child, offer a snack, provide a new activity, or offer a moment to snuggle resulting in a well-deserved nap.

When the emotions are high, something needs to happen to get everyone re-regulated. The Science of Parenting team has suggested the “STOP. BREATHE. TALK” campaign as one way to work through a tough time, without letting all the emotions guide our behavior. Learning to calm ourselves first can help us choose a positive reaction to the behavior we have to address!

Follow this eighth season of the podcast as we explore guiding childing and finding appropriate discipline techniques.   

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Unspoken Aspects of Discipline

Barb Dunn Swanson

As parents learn they are expecting a new baby, they may be filled with joy, excitement and anticipation too! They may also have worries about how they will ever learn everything there is to know about raising happy healthy children. As we have explored in previous podcast seasons, our temperament is part of who we are from birth! As the great guidance and discipline season is upon us you might be interested to learn that some research has revealed that “Individual characteristics of both children and parents predict the form of discipline that parents use”.

The traits we have as children can even predict what type of discipline is used, for example the following childhood traits were found to increase the likelihood of harsh punishment:

  • Children with problems with conduct, attention, and disobedience
  • Children who are more negative emotionally and more irritable
  • Children who display behaviors that are particularly stressful for their parent
  • Children with disabilities, particularly those with communication difficulties

Adults who are aware of their own temperament and who can identify when they are being triggered by their child’s behavior, can be prepared with another, less harsh form of discipline.

Culture is another aspect that figures into our decisions regarding what measures are taken to guide and discipline children. Research confirms culture influences what child behaviors we view as desired or undesirable. It also influences what parenting practices we view as normal and acceptable.

As a society we rely on adults who are responsible and accountable, thus who have learned discipline from an early age. As parents navigate the journey of child rearing, they too have decisions to make regarding the best way to raise their children to become happy, healthy, well-mannered, and disciplined! We will continue to explore guidance practices and offer strategies for the parent toolbox.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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The Great Guidance and Discipline Debate

Barb Dunn Swanson

While the goal of having a great family and good kids who get along and follow the rules and know-how to behave when out in public is a great goal, sometimes we miss the mark, and someone in the family just isn’t having the best day and their behavior will attest.

Because we are human, we won’t have a good day every day, and someone may bother us or say something to us to make us angry. Perhaps a sibling will not share a new toy with another, and a fit ensues. These are the situations that are common in most families from time to time. Parents are the first educators of their children and are called on to provide the rules and guidance necessary for the children to grow, develop, and feel safe in the family home.

Discipline is something all adults practice daily in order to be successful, complete daily responsibilities, and raise a happy, healthy family. This season on The Science of Parenting podcast, we will explore how guiding children and helping everyone learn discipline can guide behavior so that children learn accountability now and well into their teens and adulthood. 

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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Teen Traits

Barb Dunn Swanson

The teen years can be a whirlwind of changes, emotions, and growth! Not only the physical changes to the teen body, but the pressure that teens may feel from their peers to engage in risk-taking behaviors like smoking, early sexual experimentation, and alcohol or drugs. Teens wanting to “fit in” and who don’t have the refusal skills to use in high-pressure situations may feel very conflicted.

As teens age, they may engage in more social opportunities, and teens are likely influenced by individuals other than their parents. Neighborhood friends, school peers, and sports teammates all can influence how a teen responds in any given situation. Although parents have communicated boundaries, family values, and expectations for behavior, the pressure to belong and be accepted by others can impact the decisions that teens will ultimately make.

Decision-making is such a critical life skill for all, and for the teen whose brain is not fully developed until later adolescence, making the very best decision in any given situation may be impacted by emotions, peer pressure, temperament and so very much more. Parents can do the following things to support their teen as they navigate the teen years:

  • Intentionally listen to your family members
  • Be consistent when dealing with misbehavior
  • Involve family members, when reasonable, in developing rules and consequences for behavior
  • Encourage family members to learn new skills (4-H, Scouts, Youth Group, FFA, etc)
  • Check in with family members to encourage reflection on successes, setbacks and growth
  • Provide an environment in which kids can try new things and challenge themselves safely
  • Help kids set personal goals that align with their values

Additional teen resources for Understanding Emotional Changes; or for Understanding Physical Changes; Resources for teens and their Changes in Thinking.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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School-Ager Set Point

Barb Dunn Swanson

The school-age years can be very busy with a flurry of activity for kids and added responsibilities for parents as they try to keep up! Depending on the age and temperament of your child, the school years can be both challenging and exciting, all at the same time.

Consider a school-age child who is curious, energetic, and ready to explore everything offered in and out of school time! For every child like this, we can also find a child who is more cautious, who finds the busyness of school overwhelming, or even overstimulating.

It is a fine dance for teachers, parents, and family members to provide the appropriate amount of stimulation, education, and opportunities all while supporting individual differences of kids.

Routines continue to be a valued asset for school-age kids, who need at least 8 or more hours of sleep, and healthy nutrition coupled with plenty of time for play. Spending time outdoors can provide both opportunities for play and additional exercise. Riding bikes, exploring a nature preserve, or hiking with friends are a few things that school-age children may like to do.

Routines help kids to know what to expect and when to expect them. So, for school-age children, knowing what time the bus arrives to pick them up can help them decide how early to get up and get ready while leaving time to eat some breakfast. For the school-age child who is sleepy in the morning, their routine may look different and that is ok. Perhaps they sleep a few minutes longer and choose to eat breakfast at school.

Knowing and respecting the individual differences of all kids and families can help everyone plan for and enjoy a successful school experience.

Barb Dunn Swanson

With two earned degrees from Iowa State University, Barb is a Human Sciences Specialist utilizing her experience working alongside communities to develop strong youth and families! With humor and compassion, she enjoys teaching, listening and learning to learn!

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